Undone?"
BY: JEFFREY P. COHEN
University of Hartford
Barney School of Business
HARVEY S. JAMES
University of Missouri at Columbia
Department of Agricultural Economics
Document: Available from the SSRN Electronic Paper Collection:
http://papers.ssrn.com/paper.taf?abstract_id=296134
Date: December 2001
Contact: HARVEY S. JAMES
Email: Mailto:HJames at missouri.edu
Postal: University of Missouri at Columbia
Department of Agricultural Economics
Agribusiness Research Institute
124 Mumford Hall
Columbia, MO 65211 UNITED STATES
Phone: 573-884-9682
Fax: 573-882-3958
Co-Auth: JEFFREY P. COHEN
Email: Mailto:jcohen at mail.hartford.edu
Postal: University of Hartford
Barney School of Business
200 Bloomfield Ave
West Hartford, CT 06117 UNITED STATES
ABSTRACT:
We conducted an experiment to determine whether students exposed
to an ethics module were, on average, more likely to forgo the
incentive to defect in a prisoner's dilemma game. We find that
the teaching of ethics can mitigate the possible adverse
incentives of the prisoner's dilemma, but only when participants
interact face-to-face.
Keywords: Prisoner's dilemma game, experimental game theory,
ethics, economics education